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1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.20, 2014
41
The Internal and External Problems, Which Private Schools in
Jordan Face
Dr. Yousra. Al Ali (Associate Professors)
Balqa' Applied University.
E-mail: hallaalassad@yahoo.com
Abstract
The study aimed at investigating the The Internal and External Problems, which Private Schools in Jordan Face.
A questionnaire was developed and distributeover a sample amounting ( 120 ) principals and their assistants.
The study concluded that private schools in Jordan are facing internal and external problems. The study
recommended that private schools in Jordan have to conduct periodical studies for the purpose of reducing the
internal and external problems they face.
Introduction
Education is an important source of economic and social development in any country. Most of world countries
educational systems have to branches of schools: public schools and private ones. Recent trends indicate that
private schools will continue to be an important alternative to traditional schools. One of the main advantage of
private school is that most private schools have smaller classroom sizes which in its turn allow students to
receive more attention from their teachers. In private schools drop out rates are lower than public school because
students are given more personal attention given to students. The emergence of market forces in educational
systems has led to more competitive environments for schools (Foskett, 2002).Key elements include open
enrolment, choice, diversity of school provision, competition among educational providers and demand-driven
funding (Woods, Bagley & Glatter, 1998). Survival of many private schools depends on their ability to recruit
new students and retain existing ones (Davis & Ellison, 1997). Schools operating in competitive environments
tend to incorporate various forms of marketing strategies to recruit prospective students (Oplatka & Hemsley-
Brown, 2004).
Jordan has 2,123 private schools (including kindergartens); the majority, 1,513 (71.3 per cent) are in the central
region, almost one-fourth in the north and 5 per cent in the south of the country, Jordan’s poorest areas, having
less than 0.5 per cent each of the total number of private schools. It is known private schools are for wealthy
people children of the, an assumption that cannot be further from the truth.
Private schools in Jordan are facing different types of problems, such as lack of funding, since private schools do
not receive funding from the government. Therefore, private schools in Jordan have to relay on the tutuion fees
they obtain from the students which means that they have to direct their services to wealthy people who can
afford to pay the fees. As well known mostly one of the main challenges facing private schools is parents desire
to send their children to public schools as they have more confidence in the teachers and curriculum of the public
schools. (Jordan Times, 2010).
Study Statement
Private schools in Jordan play a major role in producing Jordan’s human capital. Almost 40 per cent of all
schools are private. Although these schools achieve good income to some extent and some have good reputation,
but it suffers from internal problems such as (financial, administrative and technical problems) and external
problems such as (student’s parents, completion and other social problems. the research problem is summarized
in the following question.
What are the main problems which private schools face?
Study objectives
The study aims to investigate thepropblems, which private schools in Jordan face in addition to the following
objectives:
1-To find out the internal problems the privates schools face
2-Tofindout the internal problems the private Schools face
Study Hypothesis
Ho1: Private schools in Jordan face no internal problems
Ho2: Private school in Jordan face no external problems
Population and Sampling
The study population consists of all administrative employees in private Schools in Amman governorate. (120)
employees were selected randomly from the targeted population.

2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.20, 2014
42
Data collection
Books, journals, periodical, and the internet, were used to collect the secondary data regarding the research topic
for the purpose of creating the literature review. For collecting the primary data, the questionnaire was used .The
questionnaire was examined a panel of five experienced academics from different universities in Jordan. All of
their comments were taken in consideration and the questionnaire was amended according to their comments.
Previous studies
Al-Tawil and Al-Manseer (2011) study aimed at developing a strategy to control the problems of education in
private schools in Jordan, The study sample consisted of (317) male and female principals. A questionnaire was
used to identify the problems facing private schools. The study results revealed that the private schools facing
problem in terms of (working conditions, schools owners, students, students parents, school administration, laws
and regularion and service Al Ajez (2001) study aimed at identifying the administrative problems facing the
female head teachers in primary Education schools in Gaza Governorate hindering them from the smooth
Performance of their duties. The sample consisted of (95) female head teachers in primary and preparatory
schools run by UNRWA and the Palestinian Authority in the school year 1999-2000. The researcher used a 54
items' questionnaire distributed among four domains; problems related to discipline and managing the students’
affairs, problems related to members of the teaching staff, problems related to the central administration, and
finally problems related to schools’ administrative staff.
The results show that the most common problem in the domain of discipline at schools is the aggressive behavior
among the students during the break. Moreover, the study revealed that the most common problem in the domain
of problems of the teaching staff is the non-completion on the part of some teachers of the duties assigned to
them in time. The study also revealed that there were significant differences attributable to school type
(UNRWA/Government) in favor of the female head teachers of the governmental schools whereas there were no
significant differences attributable to the variable of experience. Moreover, there were significant differences
attributable to the variable of stage in favor of the head teachers of preparatory schools.
Al-Mozain (2011) study used the analytical descriptive method. The sample included 111 teachers from the
private Islamic Schools in Gaza Governorate by using a questionnaire for gathering data and the findings were:
1. The relative weight for the items of the questionnaire in the overall aspect was.
2. There are no significant differences in the response of teachers in connection of the problems of orphan
student which can be related to gender, specialization and years of service.
Formichella (2011) study aimed to analyze the determinants of the quality of education in Argentina and, in
particular, to look at what influence a school's ownership structure has. A total of 4,339 students of 15 years of
age in 179 different schools took part. The sample used for this study was reduced to 3,860 observations owing
to data losses A multilevel regression model and 2006 data from the programme for International Student
Assessment (PISA) were used for this purpose. One of the main findings is that the correlation between a
school's administrative structure (public or private) and its students' scholastic performance fades when the
socioeconomic school environment is taken into consideration.
Aslam (2009) study aimed to explore the question of the relative effectiveness of public and private schools .The
study looks at potential learning gaps by school type for students in their last year of middle school (Grade
Eight), very near their transition to secondary schooling. Thirdly, it exploits unique, purposively-collected data
from government and private school students, and thus, in estimating achievement production functions, is able
to control for a number of variables typically ‘unobserved’ by researchers. The study results reveal that boys are
indeed more likely to be sent to private schools than girls within the household. Private schools are also found to
be of better quality – they are more effective than government schools in imparting mathematics and literacy
skills. Girls lose out vis-à-vis boys in terms not only of lower within household educational expenditures, but
also in terms of the quality of schooling accessed.
Abbasy (1999) study aimed to compare to the difficulties faced by school administration in private and public
schools e in Ajloun governorate in Jordan from teachers point of view of within the following areas:
students and their parents difficulties, school staff difficulties, headmaster difficulties, educational administration
and its officials difficulties, and school buildings difficulties. The study sample consists of (207) teachers of
private school and (207) teaches of basic public schools, randomly selected from Ajloun governorate schools,
The study concluded that the most difficulties faced by school administration in the public and private schools in
Ajloun governorate were staff difficulties, School Director difficulties , educational administration and its
officials, buildings and facilities difficulties and finally students and their parents difficulties
Al Ajez (2001) study aimed at identifying the administrative problems facing the female head teachers in
primary Education schools in Gaza Governorate hindering them from the smooth Performance of their duties.
The sample consisted of (95) female head teachers in primary and preparatory schools run by UNRWA and the
Palestinian Authority in the school year 1999 - 2000. The study used 54 items' questionnaire distributed among
four domains; problems related to discipline and managing the students’ affairs, problems related to members of

3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.20, 2014
43
the teaching staff, problems related to the central administration, and finally problems related to schools’
administrative staff. The results indicate that the most common problem in the domain of discipline at schools is
the aggressive behavior among the
students during the break. Moreover, the study revealed that the most common problem in the domain of
problems of the teaching staff is the non-completion on the part of some teachers of the duties assigned to them
in time. The study also revealed that there were significant differences attributable to school type
(UNRWA/Government) in favor of the female head teachers of the governmental schools whereas there were no
significant differences attributable to the variable of experience. Moreover, there were significant differences
attributable to the variable of stage in favor of the head teachers of preparatory schools.
Descriptive Analysis
This section shows the analysis of sample demographic variables as follows:
Table (1) Breakdown of respondents by Demographic Variables
Variable Category Frequency Percentage
Gender Male 64 64.0
Female 36 36.0
Education Level BSC 54 54.0
MSC 28 28.0
PHD 18 18.0
Position Teacher 82 82.0
Principal 8 8.0
Other 10 10.0
Less than 5 years 2 4.0
5to less than 10 15 30.0
10+ 33 66.0
Part Two:Data analysis
Means and standard deviations were calculated for all questionnaire statements as follows:
Table (2) Sample's Responses Regarding internal problems
No. Question Mean S.Deviation Rank
1 Shortage of professional teachers 3.3061 1.27809 9
2 Shortage of highly experienced teachers 3.2857 1.06066 10
3 Teachers’ complains of work load 3.4800 1.48791 9
4 Teachers turnover 3.7000 1.23305 2
5 High salaries of professional teachers 3.4400 1.28031 8
6 Lack of serious commitment 3.2600 1.41147 11
7 Frequent absentees 3.5800 1.34149 4
8 Lack of work enthusiasm 3.6200 1.15864 3
9 Weak learning motivation 3.4490 1.33948 7
10 Non complying with regulations 3.2000 1.49830 12
11 Lack of matual respect between students and
teacher
3.5714 1.27475 5
12 Administrative problems 3.1489 1.16056 14
13 Financial problems 3.7600 1.04119 1
14 Un sufficient class rooms 3.1224 1.14805 15
15 Shortage of teaching means 3.1800 1.15511 13
Grand 3.4080 .62994
Table(2) shows that means of subjects' responses regarding the statements that measure the internal problems
the private schools face are ranging from (3.18 - 3.76). Statement no. (13)" Financial problems "ranked the first
important statement. While statement no. (4) "Teachers turnover” ranked the second. The table also indicates
that statement no. (15)" Un sufficient class rooms” ranked the last. The results indicate that the sample's subjects
confirm that private schools are facing internal problems

4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.20, 2014
44
Table (3) Sample's Responses Regarding external Problems
No. Question Mean S.Deviation Rank
16 Parents Intervening in School work 3.4200 1.51307 1
17 Increased intervening in teachers work 2.9000 1.32865 10
18 Parent’s complains of high fees 3.0816 1.41181 4
19 Non understanding of their children issue 2.9400 1.36142 7
20 Negative attitude towards school administration 2.9583 1.41359 6
21 Non cooperation with school administration 2.9184 1.25560 9
22 Weak relations with school administration 3.3800 1.49680 2
23- High completion 3.0612 1.37550 5
24 Government intervene 2.5200 1.32849 11
25 Negative attitudes of the society 3.3600 1.25779 3
26 Other related problems 2.9400 1.40567 8
Grand Mean 3.0422 .53488
Table (2) indicates means of subjects' responses regarding the statements that measure external problems are
ranging from (2.52- 3.42). Statement no. (16)" Parents Intervening in School work" ranked the first important
statement. While statement no. (22)" Weak relations with school administration "ranked the second. The table
also indicates that statement no. (24) "Government intervene" ranked the last. The results reveal that the sample's
subjects confirm that private schools are facing external problems
Hypotheses Testing
T test was used to test the research hypotheses as follows:
First Hypothesis
Ho- Private schools are not facing internal problems
Table (8) T –test result for hypothesis 1
Calculated T Tabulated T SIG T Result of H0 test
4.580 1.993 .000 Reject
Table (8) indicates that value of calculated T is more than the tabulated value and such value is significant on the
level (0.05), therefore the null hypothesis is rejected and the alternative one is accepted. This means that private
schools are facing internal problems.
Second Hypothesis
H0: Private schools are not facing external problems
Table (9) T- test of hypothesis 2
Calculated T Tabulated T SIG T Result of H0 test
2.558 1.993 0.00 Reject
Table (9) indicates that value of calculated T is more than the tabulated value and such value is significant on the
level (0.05), therefore the null hypothesis is rejected. This means that private school are facing external problems
Results and Recommendation
Results
Analysis indicate that private schools in Jordan are facing internal problems. The financial problems were the
most important ones, while teachers turnover were the second major problems the private schools.
Analysis also indicate that private schools face external problems. Parents Intervening in School work "was the
most important problems the private schools face, while weak relations with school administration was the
second. major problem the private school are facing.
Recommendations
Although it is difficult to avoid all internal and external problem which theprivate schools face dueto many
factors that behind such problems, but school administrations can reduce such problems either the internal or the
external ones, through carrying out periodical researches to find the resources of such problems and can adjusted
in time.
REFERENCES
Al–Ajez, Ali Fouad (2001) The administrative problems facing the female head teachers in primary Education
schools in Gaza Governorate and its relationship with some variables, Islamic University Journal, Vol. 9, No.1

5. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.20, 2014
45
pp 209-255Ghaza.
Al-Mozain, Suleiman Hussein Mousa (2011) Administrative and behavior Problems of orphan Students
inIslamic Schools of the Private sector from the verdict of their teachers and how to eliminate these problems,
Islamic University Journal, Vol. 19, No.1 pp 135-165, Ghaza.
Al-Tawil Hani Abed El-Rahman and Al-Manseer Lameeha Jawdat (2011) A Strategy for Controlling Education
Problems at Jordanian Private Schools
Aslam ,Monazza (2009) The relative effectiveness of government and private schools in Pakistan: are girls
worse off? Education Economics, vol. 17. issue 3, pp 329-354
Davis, B, & Ellison, L. (1997). Strategic marketing for schools. London: Pitman Publishing. Educational
Sciences Dirassat, Vol. 38, annex 4.
Formichella Maria Marta (2011) Do private schools in Argentina perform better because they are private? E P A
L R E V I E W 1 0 5.
Foskett, N. (2002). Marketing. In T. Bush & L. Bell (eds.). The principles and practice of educational
management (pp. 241-257). London: Paul Chapman.
Hallinger, P., & Heck, R.H. (1998). Exploring the principal’s contribution to school effectiveness: 1980-1995.
School Effectiveness and School Improvement, 9(2), 157-191.
Oplatka, I., & Hemsley-Brown, J. (2004). The research on school marketing: Current issues and future directions.
Journal of Educational Administration, 42(3), 375-400.
Woods, P., & Jeffrey, B. (1996). Teachable moments: The art of teaching in primary schools. Buckingham.

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